The TPACK model
My Introduction to Educational Technology course was the first time I truly became familiar with the TPACK Model. Even though I have been in Instructional Technology for the past three years, I had only vaguely heard about the TPACK and SAMR Models. For this reason, I'd like to share my first Technology Play-testing Assignment in which I reflected (in a blog post) on how I can use blogs to support learning in my subject area. I used the TPACK Model to identify the aspects of work created for their use.
Not only did I have to analyze how the Content, Pedagogy and Technology support learning, but I also had to discuss the affordances of technology. I have always heard that using technology is about the learning and not the tool, but I couldn't give you a theory or model that supported this thinking. I am proud of this assignment from my second week of graduate school because it affirmed to me that I will be getting the academic knowledge I've been craving since leaving the classroom. Being able to use these models proves I can make informed decisions regarding the effectiveness and impact of technology integration.
ETEC 528 digital storytelling rubric
After reviewing the ADDIE design model, I was tasked with developing a rubric that would be used to evaluate digital stories, including my own. When it was first assigned I was a bit overwhelmed and felt inadequate about creating one. However, our instructor made this an iterative project, so we were allowed to reflect, adjust and refine it as needed. During the weeks that followed we viewed and analyzed a variety of digital stories that tested us to see how our rubrics would stand up to different content. By the last week of the course I had developed the rubric that you see below.
The process of creating the rubric taught me that it's okay tweak and make something better if needed. I feel good about my final product because when we were tasked with evaluating classmates' stories it was able to get the job done. This rubric represents my ability to analyze and make an informed decision on technology integration based on a product that I created.
The process of creating the rubric taught me that it's okay tweak and make something better if needed. I feel good about my final product because when we were tasked with evaluating classmates' stories it was able to get the job done. This rubric represents my ability to analyze and make an informed decision on technology integration based on a product that I created.
web 2.0 Technology evaluation group project
When integrating technology, it is important to be informed and properly vet the the pieces you are trying to use. Making these informed decisions not only means researching how to use the tool, but it also means being open to others' expertise and feedback. Since technology is always changing, it seems like an impossible task to be aware of the latest and greatest tools that are available. My first artifact below is a group project in which we chose five technologies to research and evaluate. This assignment proved pivotal for me because it was officially the first time I ever used a rubric to evaluate a teaching tool (instead of a product of the tool). On top of that, the rubric used was crowdsourced from a large group of educators with diverse perspectives.
This process of evaluating technology gave me a personal challenge to make sure from now on my pieces meet the top ranking in each of the rubric's descriptions. After considering pedagogical uses, security and privacy considerations, and the pros and cons of several tools, I feel more confident in choosing the best, most effective technology tools ready for students to use.
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Before I evaluated Tour Creator, I automatically assumed it would receive top marks on the rubric because I love the tool so much. This project taught me research is essential to be fully informed when integrating technology.
Games v. Simulations
The first two weeks of my Games & Simulations for Learning course was spent gaining background knowledge from course readings and playtesting and reflecting on Gamestar Mechanic, a platform that teaches game design. Our reading discussion that followed was centered on evaluating the differences between games and simulations.
In this Discussion Post I was able to show how I used the knowledge gained in previous weeks and then developed ideas about the week's prompt. I shared personal evidence and the perspective of another teacher I work with and ultimately pulled it all together. As a result of this post and discussion with my peers, I am confident I hold the ability to make informed decisions regarding the creation and integrations of games or simulations into learning experiences. |
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Book Review: Hacking Project Based Learning
For my Tech and Inquiry course, my classmates and I were given a scenario that placed each of us into the role of delegates to explore problem-based learning as an instructional methodology for fostering the student ISTE standards and skills. Each one of us was tasked with reviewing a book to see if it answered our delegation's questions. The questions I sought to answer were (1) what is the difference between problem and project-based learning and (2) does project-based learning support the ISTE Standards? The book I chose to review was Hacking Project-Based Learning: 10 Easy Steps to PBL and Inquiry in the Classroom by Ross Cooper and Erin Murphy. Here is my review.
This assignment is an example of how I am able to effectively research a topic, like project-based learning, and evaluate its place and effectiveness in the classroom. On another note, I put myself in the shoes of someone with a different perspective - a credible source to help make a decision for TEA. It required me to share my findings with our group and then discuss the evidence, or answers to our questions, that each of us found in our readings.
technology strategic plan
The most challenging undertaking of my graduate coursework came in my ETEC 593 course: Strategic Planning for Technology. I developed a Technology Strategic Plan for Agnew Middle School that aligns with Mesquite ISD's strategic plan. Included in the plan are the following: a mission and vision for technology integration, priority goals/objectives, strategic actions to accomplish those goals, and measures of performance. All of these documents and the process of creating them are shared here in my Technology Strategic Planning Eportfolio.
Agnew tech strategic plan |
mesquite isd strategic plan |
Developing this strategic plan for technology helped me understand that this process actually aligns with one of the pieces in my district’s strategic plan. It was an action item, complete with a timeframe and everything, that really helped me have a mindset with a bigger picture. It definitely makes me curious about how the next goals and objectives might change when the plan is updated after 2020. I believe the process learned and demonstrated here has prepared me to make informed decisions regarding the impact of technology integration on instruction. The goals, objectives and action items shared in my plan were created through research, from campus feedback, and my abilities to make informed decisions on those campus needs.